Needs and CLT Effectiveness in a Paraguayan High School English Instruction: A Study of Student and Teacher Perspectives
DOI:
https://doi.org/10.47133/NEMITYRA20250703b-A13Palabras clave:
English as a Foreign Language Teaching, Needs Analysis; Communicative Language Teaching, Public EducationResumen
This study aimed to identify the preferences, and perceived importance of elements in English as a Foreign Language (EFL) instruction at a public high school in Concepción, Paraguay. Using a descriptive quantitative case study design, the research replicated Andi & Arafah's (2017) methodology, focusing on first-year students and involving 63 students, 51 experienced teachers, and the school's English teacher. The objective was to inform the development of improved teaching materials and activities. Findings revealed preferences toward grammar topics like "Be" verbs in simple present form and Action Verbs were highlighted as essential for effective communication. For pronunciation, students showed a preference for learning through native speaker recordings. Interactive methodologies, including Learning through Games, Talking in Pairs, Role-playing, and Videos, were unanimously rated as "very important" and aligned with a Communicative Language Teaching (CLT) approach. These findings stressed the effectiveness of real-life scenarios and collaborative strategies in EFL instruction. Further research can evaluate the impact of preferences by testing them with the same group.
Referencias
Babayev, J. (2023). Traditional methods versus communicative language teaching method. The Scientific Heritage, (123), 43. https://doi.org/10.5281/zenodo.10032968
Balatska, L. P., & Vyslobodska, I. M. (2020). Needs analysis in teaching English for specific purposes. Вчені записки ТНУ імені В. І. Вернадського. Серія: Філологія. Соціальні комунікації, 31(70), 1(2). https://doi.org/10.32838/2663-6069/2020.1-2/04
Boroujeni, S. A., & Fard, F. (2013). A needs analysis of English for Specific Purposes (ESP) course for adoption of communicative language teaching: A case of Iranian first-year students of educational administration. International Journal of Humanities and Social Science Invention, 2(6), 35–44.
Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press.
Dos Santos, L. M. (2020). The discussion of communicative language teaching approach in language classrooms. Journal of Education and e-Learning Research, 7(2), 104–109. https://doi.org/10.20448/journal.509.2020.72.104.109
Holandyah, M., Erlina, D., Marzulina, L., & Ramadhani, F. R. (2021). Grammar instruction in communicative language teaching classrooms: Student teachers' perceptions. Edukasi: Jurnal Pendidikan dan Pengajaran, 8(1). https://doi.org/10.19109/ejpp.v8i1.8510
Khatib, M., & Ashoori Tootkaboni, A. (2019). Attitudes toward communicative language teaching: The case of EFL learners and teachers. Íkala, Revista de Lenguaje y Cultura, 24(3), e1. https://doi.org/10.17533/udea.ikala.v24n03a04
Kusuma, H. A., & Apriyanto, S. (2018). Strategy on developing English learning material for specific purposes. IJECA International Journal of Education & Curriculum Application, 1(3), 39. https://doi.org/10.31764/ijeca.v1i3.2144
Levis, J., & Sonsaat, S. (2017). Pronunciation teaching in the early CLT era. In O. Kang, R. I. Thomson, & J. M. Murphy (Eds.), The Routledge handbook of contemporary English pronunciation (1st ed., pp. XX–XX). Routledge. https://doi.org/10.4324/9781315145006
Melaku, B. W., & Kibru, E. F. (2020). Strategies of vocabulary instruction in English language teaching: A literature review. International Journal of English Literature and Culture, 8(5), 134–142.
Melgarejo, F., & Canese, V. (2023). Teachers' perspectives on communicative language teaching: A review of the literature. Revista Científica de la Facultad de Filosofía, 18(2), 177–204. https://doi.org/10.57201/rcff.v18i2.4052
Moisur, M., Mehar, M., & Pandian, A. (2017). Exploring ESL teacher beliefs and classroom practices: A case study. International Journal of Instruction, 11, 295–310.
Paraguay, Ministerio de Educación y Ciencias. (2021). Priorización curricular 2021: 3.er ciclo de la Educación Básica y Educación Media. MEC.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781009024532
Sánchez Perlaza, R. O., & Wilson, Y. Y. (2024). Interactive E-manual based on English for Specific Purposes to improve the teaching and learning of the English language in the 1st, 2nd, and 3rd of Senior High School at Don Bosco High School [Tesis de maestría, Pontificia Universidad Católica de Ecuador].
Simion, M. O. (2019). The importance of the communicative approach for teaching business English in a Romanian university. Research and Science Today, (2), 201–207.
Thamarana, S. (2015). A critical overview of communicative language teaching. International Journal of English Language, Literature and Humanities, 3(5).
Toro, V., Camacho, G., Pinza, E., & Paredes, F. (2018). The use of communicative language teaching approach to improve oral skills. Canadian Center of Science and Education, 110–118.
Vivanco, V., & Gómez Ortiz, M. J. (2005). Reconducción metodológica en la enseñanza del inglés en el paso del Bachillerato a la Universidad. Encuentro, 15.
Xiao, Y. (2024). The application of communicative language teaching in English classroom activities. Journal of Education and Educational Research, 9(3), 113–116. https://doi.org/10.54097/4mj6n559
Zhang, T. (2023). Grammar instruction in communicative language teaching: Balancing fluency and accuracy for language proficiency. Journal of Education, Humanities and Social Sciences, 23, 715–719. https://doi.org/10.54097/ehss.v23i.13909
Zhong-guo, L., & Min-yan, S. (2007). The relationship between traditional English grammar teaching and communicative language teaching. US-China Education Review, 4(1), 62–69. https://files.eric.ed.gov/fulltext/ED497485.pdf
Zouaidi, C. (2024). Traditional and current perspectives on pronunciation teaching. English Language Teaching, 17(5), 35. https://doi.org/10.5539/elt.v17n5p35
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Maria Isabel Cazuriaga Flores; Camila Montserrath Villalba Acosta; Valentina Canese; Revista Ñemitỹrã
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
